The objective of this research is to describe study the social interaction of children with special needs such as autism spectrum disorders, down syndrome and mental retardation. This research is a qualitative research with a phenomenological method. The data analysis used is by the Miles and Huberman. Research data obtained from observations, interviews, and documentation. The research shows that: (1) Children's social interactions include communication, cooperation, and empathy have increased. Communication with peers is good even though it is limited, the child is able to work together in carrying out group assignments from his teacher (educator and therapist), as well as children learn empathy by giving some food that they brought to school with their friends; (2) Behavioral therapy learning model is used for education process; (3) The role of behavioral therapy learning model in the formation of social interactions of special needs children;(4) The role of parents, the environment home, school environment, and community environment in the formation of social interactions of non-regular children; (5) The success in this study is shown by changes in children’s behaviour in the home environment, school environment, and in the community environment.

Creativity has a negative impact if children's basic abilities are not developed early. Children's activities that still tend to be monotonous cause children to get bored easily. This study aimed to determine the level of creativity in early childhood through constructive games at Mutiara Hati Kindergarten, Bandar Lampung. The activities can positively influence children's creativity, so the happier children are in play, the better their creativity will be. This research is a case study research involving three teachers and 15 students. The data were collected through observation, interviews, and document analysis to be analyzed qualitatively using data reduction, display, and concluding. The results showed that children's creativity could be increased through constructive games where they can imagine carrying out these activities so that their creativity develops according to their age. Furthermore, constructive games give children the freedom to explore their potential. Children's creativity is marked by increasing their understanding of the process of constructive play by playing with blocks and plasticine.